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Based on Peter Seldin's Changing Practices in Evaluating
Teaching & Ohio State University Handbook for
Instructors
Definitions
Formative peer observation assists in the improvement of
teaching. Summative peer observation involves the evaluation of
teaching effectiveness used for merit, promotion, and/or tenure
decisions. Both formative and summative observations can be based on
the same observation instruments.
Rationale/Purpose Statement
- 40% of colleges and universities now use peer classroom
observation.
- Observations offer insight regarding the improvement of
teaching.
- Higher education settings are currently moving toward multiple
observation formats.
Strengths/ Advantages of Peer Observation
- Gaining new ideas and perspectives about teaching from
colleague(s);
- Both observer and observe may improve teaching ability;
Weaknesses/ Disadvantages of Peer Observation
- Possible bias relating to the observer's own beliefs about
teaching;
- Without a systematic approach--including observer training,
multiple visits, and use of reliable observation instruments--peer
observation is not a valid method for summative evaluation.
- For more on the problems inherent in peer observation and
questions to ask when contemplating peer observation, see Rebecca
Brent and Richard Felder's It Takes One to Know One.
Peer Observation Training
If peer observation is to be used for summative purposes,
training peer observers is necessary. It helps them focus on
specific criteria essential to completing a reliable and valid
observation. Training can be completed in a meeting or via a
training videotape. A training manual can also be helpful.
Pre-Observation Conference Guidelines
The purpose of the pre-observation conference is to review the
teacher's teaching plan, including the lesson goal, objective,
strategies/methodology, and assessment. The following is a list of
questions that the observer might ask the teacher:
- What is the main goal of your course?
- What is the main goal of the course session to be observed?
- What is your specific objective for the course session to be
observed? In other words, what do you expect the learners to be
able to know and do by the end of your session?
- What strategies/ methods will you use to help the learners to
reach this objective?
- How will you assess whether the learners reached this
objective? In other words, how will they show that they know and
can do what you expected of them?
- Do you have any concerns that you would like the observer to
address?
For documents that will help you conduct a pre-observation
conference, see the University of Wisconsin--Madison Pre-Observation Conference form. See also the
University of Minnesota GRAD
8102 Pre-Observation form. To view this document, you must have
the Adobe Acrobat
Reader installed on your computer.
Peer Observation Guidelines
- The observer should arrive at least 10 minutes before class.
"Walking into class late is poor practice and inconsiderate"
(Seldin, 1999, p. 81).
- The observer can be briefly introduced to the students, with
an equally brief explanation of why the observer is present. Then
move on!
- Observers are not to ask questions or participate in
activities during class; such behavior can detract from and
invalidate the observations.
- An effective observation requires an observation instrument
designed to accurately and reliably portray the teacher's
behavior.
Observation Instruments
Planning and implementing a systematic approach to observation
reduces bias and unreliability. The three most common instruments
are checklists, rating scales, and open-ended narratives (written
analysis). Seldin recommends a combination of two instruments. When
choosing observation instruments, keep in mind that
- forms and checklists help standardize observations, making the
observation more reliable;
- viewing a videotape of one's teaching and then completing an
observation instrument is a feasible option;
- the blank sheet observation is not reliable and therefore is
not recommended for summative purposes. However, for formative
purposes, copious notes about what is taking place during the
class can be the most useful prompt for discussion.
For sample instruments, see the Class
Observation Instruments page.
Post-Observation Conference Guidelines
- Schedule this conference within a week of the observation.
- Review results from the completed Classroom Observation
Instrument(s).
- Begin the conference with a positive comment (i.e., "I really
enjoyed your class...").
- Provide honest, constructive feedback. For the characteristics
of useful feedback, see the GRAD
8102 Guidelines for Useful Feedback.
- See the University of Wisconsin--Madison List of Prompts for sample questions which might
be asked during the post-observation conference.
Observable Characteristics of Effective Teachers
- Begins class promptly and in a well-organized way.
- Treats students with respect and caring.
- Provides the significance/importance of information to be
learned.
- Provides clear explanations.
- Holds attention and respect of students, practices effective
classroom management.
- Uses active, hands-on student learning.
- Varies his/her instructional techniques.
- Provides clear, specific expectations for assignments.
- Provides frequent and immediate feedback to students on their
performance. Praises student answers and uses probing questions to
clarify/elaborate answers.
- Provides many concrete, real life, practical examples.
- Draws inferences from examples/models and uses analogies.
- Creates a class environment which is comfortable for
students….allows students to speak freely.
- Teaches at an appropriately fast pace, stopping to check
student understanding and engagement.
- Communicates at the level of all students in class.
- Has a sense of humor!
- Uses nonverbal behavior, such as gestures, walking around, and
eye contact to reinforce his/her comments.
- Presents him/herself in class as "real people."
- Focuses on the class objective and does not let class get
sidetracked.
- Uses feedback from students (and others) to assess and improve
teaching.
- Reflects on own teaching to improve it
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